Abstract
Abstract From the perspective of cultural semiotic theory, Lotman divided the dynamic communication process within a semiosphere into five stages: contact, selection, internalization, integration and transmission. This process contains two communication models: the“I-YOU” communication model and the“I-I” communication model (the autocommunication model). This paper brings Lotman’s cultural semiotic theory into the field of classroom discourse analysis and recommends treating the classroom as a semiosphere. By investigating the dynamic communication process between the teacher and the students in the classroom semiosphere, this paper attempts to reveal the inner dynamics of classroom communication as well as the functions of classroom discourse in different communication models. It is found that the communication process in the classroom semiosphere should be seen as dynamic and inter-subjective. Finally, it confirms the significance of the autocommunication model for the construction and generation of students’ knowledge.
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